Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

Pédagogie médicale, revue internationale francophone d éducation médicale, organe officiel d expression de la Société Internationale Francophone d Éducation Médicale (SIFEM)

Preterm birth affects 8% to 11% of the population and conveys a significant risk of developmental delays. Intervention programs that support child development have been shown to have a positive impact on early motor and cognitive development and on parental well-being. However, these programs are often difficult to implement in a real-life setting due to lack of resources. Hence, our multidisciplinary team developed Mieux Agir au Quotidien (MAQ) to teach developmentally supportive care to parents of preterm infants with the goal of improving child development and parental outcomes. Our intervention included 3 in-person workshops that occurred prior to hospital discharge and a Web-based platform with written and videotaped materials that addressed 5 main themes: (1) infant behavioral cues, (2) flexion positioning; (3) oral feeding support, (4) parent-infant interactions, and (5) anticipation of developmental milestones. This study aimed to test the feasibility and acceptability of the intervention by parents of preterm infants and assess clinical benefits on child neurodevelopment and parental outcomes during the first year of life. A total of 107 infants born at <30 weeks and admitted to Sainte-Justine Hospital neonatal intensive care unit and their parents were enrolled in a nonrandomized controlled before-and-after interventional study (intervention n=55, comparison n=52). Acceptability of the program was assessed with a user satisfaction questionnaire. When the infants were at 4 months' corrected age, all parents completed questionnaires on infant temperament, parenting stress, sense of competence, and parenting satisfaction. At 12 months' corrected age, neurodevelopmental testing was performed on infants using the Alberta Infant Motor Scale and the Bayley Scales of Infant and Toddler Development, Third Edition. Comparisons between the 2 groups were done using independent t tests, Wilcoxon rank-sum tests, and Fisher exact tests. The majority of parents (43/45) were satisfied with the intervention program and all would recommend MAQ to others. MAQ met their need for evidence-based information that proved useful to support their child development. No difference in parental or child neurodevelopmental outcomes was detected in this pilot study for most outcomes except for higher median scores for parental coercive behaviors in the intervention group, although proportions scoring in the coercive range did not differ. Acceptability of the program was high among parents thus supporting the relevance of such intervention. A larger study using a randomized controlled trial design is needed to better document impact on parent and children and investigate how Web-based technologies can efficiently complement individualized intervention to alleviate the burden on health care resources.

Dans notre société dite du savoir, il est plus important que jamais de former les étudiants aux compétences informationnelles. Par contre, plusieurs universités se limitent trop souvent aux modèles plus classiques de ces compétences, comme celui de l’Association of College & Research Libraries (ACRL 2000), qui ne prennent que trop peu en compte les outils et les possibilités du Web 2.0, avec lesquels sont pourtant si familiers les étudiants. Ce texte présente puis critique les modèles plus traditionnels afin de proposer par la suite un nouveau modèle des compétences informationnelles bonifié et à jour. Nous nous efforcerons de montrer en quoi notre modèle allie à la fois les forces des modèles plus classiques issus de la bibliothéconomie et des sciences de l’information, mais également les avantages et les défis du Web 2.0.